THETKHINGPRESENCE'

|,,,,.,',,,:.;.;,,,',,,:;::&&&ael Kessler, author of The Soul ofi;::.irlili ;@ncation: Helping Students Find,i5::ffi6 nne ction, C ompassion and Cb.ar acter at1i$iiEffichool, belieues that who we are and the kindnffif enuironment ue create in the classroom cre

W just as important as our technical teachingY skrlls. This month, she addresses creattng tuhat

she calls the 'teaching ytresence'; next monthshe'Ll discuss helping students express them-selues freely and safelg.

"We teach who we are." "Walk yourtalk." Or, as Emerson put it, "What you arespeaks so loudly that I can't hear what yousay you are."

Beyond technique and curriculum, themost effective teaching also includes ourmodeling. We celebrate these preciousmoments when we embody a "presence"that carries the class to a place whereminds and hearts are moved and genuine

Who we &re and the

enuironment we

create in class are

at least as important

as the teaching skills

we poss6ss.

By Rachael Kesslerconnections occur. Some teachers just na1rtrally live there most of the time.But how do we find that place? What qualities of teaching or being do wedevelop to discover what I have called the "teaching presence',?

I have wrestled with this question over the last 15 years as I haveworked with thousands of adolescents and teachers. As I witnessed myselfand others feel "on" one day and"off'the next, I felt called to find words todescribe this elusive state I call the "teaching presence,, and to help teach-ers strengthen this aspect of their work.

NOT PRESENCE

Ironically, the words first came when I observed a class in which ateacher was going through the motions, with competent methods but withthe spirit of the work utterly lost.

This class has no beginning. It just starts. There is no gathering ofenergies, moods, and personalities. He does not look at each child, even inthe process of taking ro11. There is no effort to connect, to see who is real1ythere today.

The children rock raucously at their desks. With no call to stillnessfrom the teacher, students interrupt frequently, and one boy gets up andmoves around. Side conversations erupt. And sti11 there is no call to focus,to respect those speaking-and no call to a sense of purpose.

He begins the exercise-hesitantly, mechanically. It is an exercise aboutlimits, about experiencing what it feels like to reach one's limit and bepushed beyond it. The group is asked to listen to a number sequence andthen write it down. I)ach time,

ffin""""e

is longer until it goes beyond

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